THE USE OF ANIMATION MEDIA TO INCREASE STUDENTS' MATHEMATICS CONNECTION ABILITIES IN VOCATIONAL ENGINEERING EDUCATION

Mathematics essentially contributes to engineering. However, most engineering students had difficulties utilizing mathematics principles, especially determining mathematics concepts in solving a technical problem. The purpose of this study is to increase students' mathematics connection abilities by using animation media in the learning process. This study was a quasi-experiment that involve a pre and posttest. The samples of 110 vocational engineering students. The initial abilities of the student are based on the pre and post-tests scored by employing an essay test. To prove the data hypothesis was analysed using the ANOVA test. The results indicated a statistically significant that animation media increase students' mathematics connection abilities from pre to post-test; however, no significant difference was found between the post-test. Similarly, in this sample, animation media learning has a significantly larger effect on low-ability students than the highability students. Furthermore, learning methods significantly interact with the main effect of animation media with a full reversal at the post-test and partial reversal at the delay test. These results are explained concerning element interactivity and expertise reversal effects. Some implications of these findings are also discussed.